Engineers and Communication

Question: What are engineers’ communication needs?

Answer: “Concluded that the most essential learning experiences for engineers seeking initial employment in a firm similar to the one surveyed are those that develop the ability to communicate with person-to-person, small group, telephone and short memoranda methods.” SS McKeown. 1976. P. 292.

Comment: Including e-mail? RayS.

 Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Teacher Response to Writing

Annotation

Question: What messages are being given to students through their teachers’ responses to their writing?

 Answer: “A three-year study  of the responses instructors make to the writing of students shows that potentially different messages are being sent in the course structure and the evaluative priorities in reading students’ papers.” CR Kline, Jr. 1976. P. 292.

Comment: What messages was I sending in my comments on student’s writing? I think I was trying to persuade students to use standard English. I think my students felt that that style was unrealistic. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Parallelism

Annotation

Question: How are parallel structures used differently in different kinds of prose?

Answer: “Based on an extensive computer-aided examination of representative published American writing, this book examines and compares how various kinds of prose employ the diverse forms of parallelism.” MP Hiatt. 1875. P. 291.

Comment: Might not be of interest to my readers, but it is to me. I consider the use of parallel structures a hall mark of smooth style in writing. The full citation is Artful Balance: The Parallel Structures of Style. MP Hiatt. New York: Teachers College Press. 1975. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Revision

Annotation

Question: Do students get greater satisfaction if they revise before teacher comments or before they see the teacher’s comments?

Answer: “Attempted to determine whether students would show greater writing improvement and more course satisfaction if they revised compositions before rather than after the instructor graded them.” JP Dudenhefer, Jr. 1976. P. 291.

Comment: Never thought of asking the question. The annotation doesn’t give the answer. Could be an interesting insight for students. Might increase the amount of revision before turning in the paper. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Persuasion

Annotation

 Question: Which is taught more frequently: writing persuasion or critically analyzing persuasion?

Answer: “Although 83% of responding teachers said they attempt to prepare students as both senders and receivers of persuasion, 43% of these emphasize the role of sender, and only 15% emphasize the role of receiver.” DJ Dieterich. 1976. P. 291.

Comment: The imbalance between writing persuasion and reading it surprised me. But maybe I should not be surprised. How many English teachers emphasize critical reading in their classes? It was always on my mind, but I never taught it directly. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Engineers and Writing

Annotation

Question: How important is writing to engineers?

Answer: “Respondents spend 24% of their time writing ; the writing is very important to their positions; and the ability to write effectively has helped them in their own advancement.” RM Davis. 1975. P. 290.

Comment: I found interesting that engineers spend 24% of  their time writing. That’s a considerable chunk of time. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Teaching Writing Exposition

Annotation

Question: What is a good method for teaching the writing of exposition?

Answer: “Hypothesized that a method of writing instruction that employs expository organizational models to be imitated by students is more effective in improving expository writing organization than conventional classroom instruction. Results indicated a significant improvement for students in the experimental group and a significant decline for students in the control group.” JR Andreach. 1976. P. 288.

Comment: Well, I don’t know what conventional methods of teaching expository writing means. I do know that using models of expository organization is a good method for teaching the method of organizing expository writing. I’ve always included models of expository writing in my instruction. Very effective. And most effective is the use of the five-paragraph essay, which has recently (2000 and later) come under censure. What better way to demonstrate the idea of introduction, thesis sentence, paragraphs with topic sentences and summary final paragraph? The criticism is, of course, that students sacrifice form for content or ideas. Don’t confuse the model with a genre. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Writing in School

Annotation

Question: What are the effects of writing in school?

Answer: “A case study of one fourth-grader’s writing processes which concludes that the student exhibited school-conditioned responses such as more concern for form than content and more concern for length than for effective expression.” A Seaman. 1975. P. 288.

Comment: I’m not sure what this finding means. Of course, it’s a limited sample. Is privileging form and length what schools emphasize? Just a question. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Grammar and Writing

Annotation

Question: Does grammar, either traditional or transformational, help improve children’s writing?

Answer: “A study of the direct effects of traditional and transformational English grammar on children’s writing skills which found that the effects are negligible.” WB Elley, et al. 1976. P. 280.

Comment: First, let’s get straight the purpose of a knowledge of grammar as applied to writing: it is to polish writing so that the reader begins at the beginning and reads uninterrupted, in unbroken fashion, without distraction by grammatical mistakes, from beginning to end. The purpose of grammar is to study the sentence, to create sentences that read smoothly. The purpose of composition is to create whole pieces of writing, with the emphasis on paragraphs, transitions and the expression of ideas that can be summarized and clearly remembered. The sentence and the composition—two different analyses with one purpose—a smoothly written composition uninterrupted by distractions, but not by ideas.

I have read this study in its entirety. If the care had been taken with the traditional presentation of grammar as it was with the experimental study of transformational grammar, the results might have been considerably different. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Figurative Language

Annotated Research

 Question: Can 5^th graders benefit from instruction in figurative language?

Answer: “Clearly documented the fact that fifth graders in this population could produce and appreciate figurative language.” E Winner. 1975. P. 280.

 Comment: After reading this report of research, I would give it a try. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Speed Listening

Annotated Research

Question: Will listening skills be improved if children are trained to respond to speech speeded up?

Answer: “No evidence was observed which would indicate that a gain in listening skills will result when a faster rate of presentation is used as compared to a normal speaking rate of presentation.” M.A. Ihnat. 1975. P. 279.

Comment: I just thought that such an idea should be tested. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Black English and Black Parents

Annotated Research

Question: How do parents respond to the use of black English by their students and in school?

Answer: “Findings showed that parents have rules for the use of several varieties of Black English and that they accept Africanized English in listening and speaking, but not in reading and writing, not in schools, and seldom in formal settings.” M.E.R. Hoover. 1975. P. 278.

Comment: No comment. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English, January 1, 1976 to June 30, 1976.” Daniel J. Dieterich. Research in the Teaching of English (Winter 1976), 278-293.

Levels of Questions (2)

Question: What are some higher levels of questions to use in helping students respond to literature?

Answer:

Sample questions for “A Mother’s tale,” a short story by James Agee, anthologized in 1973.

Knowledge: “What event is taking place as the story opens?”

Comprehension: “Can you summarize the story that she tells them?”

Application: “”How would you apply this tale to her uncertain feelings about humans?”

Analysis: “What motivates her to tell the tale even though she is not sure it is true?”

Synthesis: “What might be other situations where a mother might have this kind of concern for her son?”

Evaluation: Do you think the mother is presented in a sympathetic manner?” p. 271.

Comment: The researcher suggests that the types of questions be presented in this order. I disagree. Except for the knowledge questions that establish the students’ understanding of the basics of the story, the other types of questions could come in any order. I think. RayS.

Title: “A Study of the Effects of a Hierarchically-Ordered Questioning Technique on Adolescents’ Responses to Short Stories.” RA Lucking. Research in the Teaching of English (Winter 1976), 260-276.

Levels of Questions

Question: What types of questions do teachers usually ask when dealing with literature?

Answer/Quote: “Evidence from previous research suggests that teachers in all academic disciplines are given to low-level, factual questions. Corey (1941) found that 71% of high school teachers’ questions required factual information; Fahey (1942) and Gallagher (1965) discovered that teachers asked 63 percent and 61 percent memory questions, respectively, in their studies. English teachers of low- ability students in the Hoetker study (1968) asked over 10 questions per minute, allowing the students only brief seconds to think and respond. Similarly, Guszak (1967) found that although elementary teachers require students to place a value on many things, they seldom ask students for their reasoning.” P. 269.

Comment: The study that follows this introduction suggests a method for building types of questions that help students think more deeply about the literature they are reading. RayS.

Title: “A Study of the Effects of a Hierarchically-Ordered Questioning Technique on Adolescents’ Responses to Short Stories.” RA Lucking. Research in the Teaching of English (Winter 1976), 260-276.

Literary Terminology

Question: Do teachers and students share a common understanding of literary terminology?

Answer/Quote: “ ‘Response is enhanced by articulation’ (Purves, 1969), and articulation is enhanced by the ability to name whole concepts through terminology. ‘Communication between student and student and between student and teacher improves if all can use words like plot, character, tone, and metaphor with a shared understanding of what these term mean and what they refer to (Purves, 1969). Of course, arriving at a consensual understanding of these terms is a response process in itself, and , as such, it requires effort and discourse, not pedantries.” P. 257.

Comment: In other words, don’t assume that students understand basic terminology of literature. And don’t just dictate the meanings. Discuss them. RayS.

Title: “The Effects of Reality Perception and Fantasy on Response to Literature: Two Case Studies.” AR Petrosky. Research in the Teaching of English (Winter 1976), 239-258.

Response to Literature

Question: What is the essence of response to literature?

Answer/Quote: “At the center of the curriculum are not the works of literature. . . but rather the mind as it meets the book. The response.” Purves, 1972.

“In this statement, Alan Purves has articulated what many textbook writers promise but few actually achieve—a significant change in our way of thinking about the teaching of literature. If we, as teachers and researchers, accept Purves’ notion, our primary interest is no longer in students’ mastery of information (about historical period, an author’s life, a set of literary terms) or of a given critical procedure. Rather, our chief concern is with the reactions, perceptions, interpretations, and value judgments students make in response to a piece of literature.” P. 203.

Comment: Which can be enriched by the thoughts of literary critics. RayS.

Title: “Describing Responses to Works of Fiction.”  Lee Odell and Charles R Cooper. Research In the Teaching of English (Winter 1976). 203-225.

Teaching Writing

Annotation

Question: Does the method of study influence how much students learn in writing?

Answer: “Concluded that students in this investigation were able to meet the objectives of a community college freshman English course equally well through independent study and lecture-discussion. Apparently the method of teaching was not a crucial variable for these students.” ML Murdock. 1974. P. 418.

Comment: What was the crucial variable? RayS.

Title: “Annotated Bibliography of Research in the Teaching of English: January 1, 1974 to June 30, 1974.” Daniel J Dieterich. Research in the Teaching of English (Winter 1974), 396-422.

Basic Grammar and Academic Improvement

Annotation

Question: What effect does a course in basic grammar have on academic improvement?

Answer: “Concluded that the teaching of basic grammar as a remedial device did not produce significant improvement in English I as measured by grade point average, nor did it improve students’ academic performance in six selected subject areas of later study as measured by grade point average.” DF Lovejoy. 1974. P. 418.

Comment: Set up grammar as a straw man. Why would improvement in basic grammar improve over-all academic performance in any subject? Courses are not measured by grammar alone. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English: January 1, 1974 to June 30, 1974.” Daniel J Dieterich. Research in the Teaching of English (Winter 1974), 396-422.

Teacher Responses to Writing

Annotation

Question: What messages do teachers send when they respond to student writing?

Answer: “Concluded that teachers frequently send students differing signals of what is important in writing by means of their responses to student papers.” CR Kline, Jr. 1973. P. 417.

Comment: Not surprising. What messages do you send your students when you respond to their writing? RayS.

Title: “Annotated Bibliography of Research in the Teaching of English: January 1, 1974 to June 30, 1974.” Daniel J Dieterich. Research in the Teaching of English (Winter 1974), 396-422.

Teacher Response to Student Writing

Annotation

Question: What types of teacher responses on student writing were associated with higher performance levels?

Answer: “Investigated the effects of two types of written teacher comments on four specific writing behaviors of 55 fourth-grade children; corrective feedback was generally associated with higher performance levels that was positive feedback on all variables.”  TS Schroeder. 1973. P. 415.

Comment: What does “corrective feedback” mean? Does it mean correcting spelling, etc.? How is the correcting done? RayS.

Title: “Annotated Bibliography of Research in the Teaching of English: January 1, 1974 to June 30, 1974.” Daniel J Dieterich. Research in the Teaching of English (Winter 1974), 396-422.

Public Relations

Annotation

Question: How should teachers prepare parents for the teaching practices they use?

Answer: “Noted that parents are often an inhibiting force for the implementation of recommendations which are highly innovative and suggested that more time and effort be devoted to informing the general public as to what constitutes the best in teaching practice.” JE Wilwhite. 1974. P. 409.

Comment: A recommendation today (2012). RayS.

Title: “Annotated Bibliography of Research in the Teaching of English: January 1, 1974 to June 30, 1974.” Daniel J Dieterich. Research in the Teaching of English (Winter 1974), 396-422.

Questions

Annotation

Question: What types of questions do student teachers use in the classroom?

Answer: “Concluded that the 62 student teachers involved made substantial use of the question as an instructional device, but that the preponderance of questions asked required lower intellectual processes.” F Hevener, Jr. 1974. P. 409.

Comment: Research has consistently shown that the intellectual level of classroom questions is low. However, in my opinion, the lower needs to be used to enable the higher-level questions. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English: January 1, 1974 to June 30, 1974.” Daniel J Dieterich. Research in the Teaching of English (Winter 1974), 396-422.